UNIT 3

AUTHENTIC ASSESSMENT OF THE AFFECTIVE DOMAIN

At the end of the unit, the pre-service teacher must be able to:
1. select appropriately developed, high quality affective assessment tools;
2. use target- and learner appropriate affective assessment methods and
tools; and
3. interpret performance assessment data/results for monitoring and
evaluating learner achievement to improve learner performance and
inform instruction.

B. Appropriate methods
Assessment tools in the affective domain, in particular, those which are
used to assess attitudes, interests, motivations, and self-efficacy, have been
developed. There are certain good practices in developing these instruments.
We consider a few of the standard assessment tools in the affective domain.

The Taxonomy in the Affective Domain

The taxonomy in the affective domain contains a large number of
objectives in the literature expresses as interests, attitudes, appreciation,
values, and emotional sets or biases. The descriptions of step in the taxonomy
were culled from Krathwohl’s Taxonomy of Affective Domain.
The affective domain forms a hierarchical structure and is arranged from
simpler feelings to those that are more complex. The hierarchical structure is
based on the principle of internalization. Internalization refers to the process
whereby a person’s affect toward an object passes from a general awareness
level to a point where the affect is ‘internalized’ and consistently guides or
controls the person’s behavior.
Therefore, with the movement to more complexity, individuals become
more involved, committed, and internally motivated. This domain is further
categorized into following five levels;
1. Receiving (Attention)

Receiving refers to the student’s willingness to attend to particular phenomena

or stimuli (classroom activities, textbook, music, etc.). From a teaching
standpoint, it is concerned with getting, holding, and directing the student’s
attention. Learning outcomes in this area range from the simple awareness
that a thing exists to selective attention on the part of the learner. Receiving
represents the lowest level of learning outcomes in the affective domain.

Key Words (Verbs) — Asks, Chooses, shows willingness, Describes, Follows,

pays attention, Holds, Identifies, Locates, Names, Points to, Selects, Sits
attentively.

Examples (Learning Outcomes) — The Pupil: Listens attentively to teacher;

Shows awareness of the importance of learning; Attends closely to the
classroom activities.

2. Responding (Interest)

Responding refers to active participation on the part of the student. At this

level he not only attends to a particular phenomenon but also reacts to it in
some way. Learning outcomes in this area may emphasize acquiescence in
responding (reads beyond assignments) or satisfaction in responding (reads for
pleasure or enjoyment). The higher levels of this category include those
instructional objectives that are commonly classified under interest; that is,
those that stress the seeking out and enjoyment of particular activities.

Key Words (Verbs) — Answers, Replies, Responds, Assists, Complies,

Conforms, Discusses, Greets, Helps, Labels, Performs, Practices, Presents,
Reads, Recites, Tells, Reports, Selects, Writes.

Examples (Learning Outcomes) — The Pupil: Responds to the teacher’s

question; Participates in a group discussion; Gives a presentation; Complies
with procedures or follows directions.
3. Valuing (Preference/Appreciation)

Valuing is concerned with the worth or value a student attaches to a particular

object, phenomenon, or behavior. This ranges in degree from the simpler
acceptance of a value (desires to improve group skills) to the more complex
level of commitment (assumes responsibility for the effective functioning of the
group). Valuing is based on the internalization of a set of specified values, but
clues to these values are expressed in the student’s overt behavior that is
consistent and stable enough to make the value clearly identifiable.
Instructional objectives that are commonly classified under attitudes and
appreciation would fall into this category.

Key Words (Verbs) — Completes, Describes, Differentiates, Explains, Follows,

Forms, Initiates, Invites, Joins, Justifies, Proposes, Reads, Reports, Shares,
Studies, Works.

Examples (Learning Outcomes) — The Pupil: Demonstrates problem solving

attitude; Appreciates good literature; Supports ideas to improve proficiency.

4. Organizing (Philosophy of life)

Organizing is concerned with bringing together values, resolving conflicts

between them, and beginning the building of an internally consistent value
system. Thus, the emphasis is on comparing, relating, and synthesizing values.
Learning outcomes may be concerned with the conceptualization of a value
(recognizes the responsibility of each individual for improving human relations)
or with the organization of a value system (develops a vocational plan that
satisfies his need for both economic security and social service). Instructional
objectives relating to the development of a philosophy of life would fall into this
category.

Key Words (Verbs) — Adheres, Alters, Arranges, Combines, Compares,

Completes, Defends, Explains, Generalizes, Identifies, Integrates, Modifies,
Orders, Organizes, Prepares, Relates, Synthesizes.

Examples (Learning Outcomes) — The Pupil: Spends more time in study than
sports; Prioritizes time effectively to meet the needs of the study, family, and
self; Understands and accepts own strengths and weaknesses.

5. Characterization by Value or Value-Concept (Lifestyle)

At Characterization level of the affective domain, the individual has a value

system that has controlled his behavior for a sufficiently long time for him to
develop a characteristic life style. Thus, the behavior is pervasive, consistent,
and predictable. Learning outcomes at this level cover a broad range of
activities, but the major emphasis is on the fact that the behavior is typical or
characteristic of the student. Instructional objectives that are concerned with
the student’s general patterns of adjustment (personal, social, emotional)
would be appropriate here.

Key Words (Verbs) — Acts, Discriminates, Displays, Influences, Listens,

Modifies, Performs, Practices, Proposes, Qualifies, Questions, Revises, Serves,
Solves, Uses, Verifies.
Examples (Learning Outcomes) — The Pupil: Shows self-reliance when
working independently; Cooperates in group activities (displays teamwork);
Uses an objective approach in problem solving; Values people for what they
are, not how they look.

Development, Interpretation and Utilization of Assessment Tools

Assessment tools in the affective domain are those which are used to assess
attitudes, interest, motivations and self-efficacy. These include:
1. Self-report – This is the most common measurement tool in the affective
domain. It essentially requires an individual to provide an account of his
attitude or feelings toward a concept or idea or people. It is also called
“written reflections” (“Why I like or dislike Mathematics”). The teacher
ensures that the students write something which would demonstrate the
various levels of the taxonomy (receiving to characterization).

2. Rating Scales – It refers to a set of categories designed to elicit

information about a quantitative attribute in social science. Common
examples are the likert scale and 1-10 rating scales for which a person selects
the number which is considered to reflects the perceived quality of a product.
The basic feature of any rating scale is that it consists of a number of
categories. These are usually assigned integers.
3. Semantic Differential (SD) - Scales tries to assess an individual’s
reaction to specific words, ideas or concepts in terms of ratings on bipolar
scales defined with contrasting adjectives at each end.

Good 3 2 1 0 1 2 3 Bad
(3 – extreme; 2 – quite; 0 – neutral)
A number of basic considerations are involved in SD methodology.
a. Bipolar adjectives are a simple, economical means for obtaining data on
people’s reactions.
b. Ratings on bipolar adjective scales tend to be correlated, and three basic
dimensions of response account for most of the co-variation in ratings.
c. Some adjective scales are almost pure measures of the EPA dimensions:
good-bad (Evaluation), powerful-powerless (Potency), and fast-slow (Activity).
d. EPA measurement are appropriate when one is interested in an effective
domain response; multi-variate approach to affect measurement; generalized
approach applicable to any concept or stimulus, and thus permits
comparisons of affective reactions on widely disparate things.
4. Thurstone Scale. A Thurstone scale is a way of measuring people’s
attitude, behavior or feeling towards a subject along a single dimension by
asking them to indicate whether they agree or disagree (favorable or
unfavorable) with each of a large set of statements. It was developed by Louis
Leon Thurstone (father of attitude measurement) in 1928, as a means of
measuring attitudes towards religion.
This scale consists of statements about a particular issue or topic where each
statement has a numerical value that indicates the respondents’ attitude
towards the topic as favorable or unfavorable. Respondents indicate the
statements that they agree with, and an average is computed. A mean score of
the agreements or disagreements is calculated as the attitude of the
respondent towards the topic.

5. Likert Scales
The Likert scale is a well-loved tool in the realm of survey research. Named
after psychologist Rensis Likert, it measures attitudes or feelings towards a
topic on a continuum, typically from one extreme to the other. The scale
provides quantitative data about qualitative aspects, such as attitudes,
satisfaction, agreement, or likelihood that requires an individual to tick on a
box to report whether they “strongly agree”, “agree”, undecided”, “disagree” or
“strongly disagree”. These questions go beyond a simple yes/no, allowing
more clear responses. They provide a platform for respondents to express the
intensity of their feelings about a statement, making them perfect for surveys.

The Likert scale was born out of the Thurstone scale four years after the
invention of the latter. The aim of developing the Likert scale was to simplify
the complex Thurstone scale and ensure that it is more reliable.

The major differences between the two scales are that while the Thurstone
scale has a complex scoring system, and time-consuming developing format,
the Likert scale is simplified, and has less development time. Also, unlike the
Thurstone scale that requires the intervention of intermediary judges, which
can be often biased and unreliable, the Likert scale doesn’t require
interventions and is rather more reliable.
 6. Guttman Scaling

In the social sciences, the Guttman or “cumulative” scale measures how

much of a positive or negative attitude a person has towards a particular
topic.
The Guttman scale is one of the three major types of unidimensional
measurement scales. The other two are the Likert Scale and the Thurstone
Scale. A unidimensional measurement scale has only one (“uni”) dimension. In
other words, it can be represented by a number range, like 0 to 100 lbs or
“Depressed from a scale of 1 to 10”. By giving the test, a numerical value can
be placed on a topic or factor.
The scale has YES/NO answers to a set of questions that increase in
specificity. The idea is that a person will get to a certain point and then stop.
For example, on a 5-point quiz, if a person gets to question 3 and then stops, it
implies they do not agree with questions 4 and 5. If one person stops at 3,
another at 1, and another at 5, the three people can be ranked along a
continuum.

The Thurstone scale is decided by the judges on a scale of 1-10 by calculating

the mean and the median. The Guttman scale, however, is decided by expert
judges who would individually submit how they agree with the different
statements. The last agreed statement submitted by the experts will indicate
whether they agree with the previous statements.

The survey questions in the Thurstone scale survey are decided by attributing
relative values to each of the statements. On a Guttman scale, the survey
questions are decided by the average degree of agreement for each of the
statements. Where there is the least agreement on a statement or statements,
the statements will be taken out of the survey.

The Thurstone scale deciding standard ranges from extremely unfavorable to

extremely favorable, while the Guttman scale deciding standard ranges from
Yes/No and agreement to disagreement.

Either median or mode is used for analyzing the Thurstone scale, while the
average of opinions is considered for analyzing the Guttman scale

The only limitation of the Thurstone scale is that, as corresponding values are
allotted as per the understanding of a judge or a group of judges are non-
uniform, the mathematical calculations can be inaccurate.

The limitation of the Guttman scale will be in terms of difficulty in execution

and also similar to the Thurstone scale, each judge or group of judges can
interpret the statements differently. This can lead to a margin of error in the
collected information.

Example:

The scale is designed to measure one factor or subject. For example, the
following shows a questionnaire for a person’s attitudes towards depression:

7. Checklists

Checklists are the most common and perhaps the easiest instrument in
the affective domain. It consists of simple items that the student or teacher
marks as “absent” or “present”. Here are the steps in the construction of a
checklist:
a. Enumerate all the attributes and characteristics you wish to observe.
b. Arrange this attribute as a “shopping list” of characteristics.
c. Ask students to mark those attributes which are present and to leave
blank those which are not.
C. Other Affective Measures and Assessments

1. Non-test Indicators

- Non-test instruments are instruments other than the learning

achievement tests.
- Assessment tools that can be used in compiling these non-test
instruments include observation or observation sheets (such as diaries,
portfolios, life skills) and attitude, interest and other instruments.

2. Transversal Competencies
- These are competencies transferable between jobs. They are the ones
that people used to call experience, some people have called them “soft
skills” or “emotional intelligence”.
- The following are just some of the transversal competencies: critical and
innovative thinking, creativity, entrepreneurship, resourcefulness,
application skills, reflective thinking, presentation skills, reasoned
decision-making, communication, leadership, organizational skills,
interpersonal skills, teamwork, collaboration, initiative, sociability,
collegiality, self-discipline, enthusiasm, perseverance, self-motivation,
etc.

Transversal competencies have the following characteristics:

- They are transferable across domains, geographies, work and life
contexts;
- They typically relate to social and interpersonal relations;
- They are cross-functional and cross-curricular in training and education,
but can be combined in a blended learning approach, e.g. collaborative
problem-based learning;
- Communication is the key element in manifesting and evidencing
transversal skills;
 - If not communicated explicitly, they can remain undervalued or
unrecognized;
- They are essential tools in any context of significant and accelerated
change;
- They can be observed, evidenced and developed, whereas developing
values such as integrity in adults and changing ingrained character
traits is extremely difficult;
- They are learnt through experience and development and cannot be
easily taught, except through highly interactive learning processes, and
- In their development, they have a symbiotic relationship with improved
self-awareness and self-knowledge.

3. 21st Century Skills

The term 21st century skills refer to a broad set of knowledge, skills, work
habits, and character traits that are believed – by educators, school reformers,
and others – to be critically important to success in today’s world, particularly
in collegiate programs and contemporary careers and workplaces.
It is becoming increasingly clear that 21st-century learning is essential
for students to be successful in an ever-changing global economy. 21st-century
learning is not simply an update to traditional education; it is a fundamental
shift in how we think about and prepare students for their future.
21st-century learning is more than just the 3Rs (reading, writing, and
arithmetic). It emphasizes the importance of critical thinking, creativity,
collaboration, and communication – skills essential for students to thrive in
the 21st century.
What is also clear is that 21st-century learning cannot occur in a
traditional classroom setting. Students need to be actively engaged in their
learning and have opportunities to apply what they are learning to real-world
situations.
There are several ways that schools can incorporate 21st-century
learning into their curriculum. One way to integrate 21st-century learning into
the classroom is to focus on project-based learning. In project-based learning,
students work on a project together. They use their creativity and critical
thinking skills to solve problems. This type of learning is effective because it
helps students learn how to work together and think critically.
Another way to incorporate 21st-century learning is to use technology in
the classroom. Technology can facilitate collaboration and communication and
provide students with opportunities to be creative and think critically.
The bottom line is that 21st-century learning is essential for students to
be successful in the 21st century. It is about much more than just the 3Rs and
cannot occur in a traditional classroom setting. Schools need to be creative in
incorporating 21st-century learning into their curriculum.
As the world changes, so do students’ skills to succeed. Here are some of
the 21st-century skills students need for learning:
1. Communication: Good communication skills are essential for students to
work together and share their ideas.
2. Critical Thinking: The student needs to be able to think critically to
analyze information and solve problems.
 3. Collaboration: One must work effectively with others to achieve a
common goal.
4. Creativity: Students need to think creatively to generate new ideas and
solve problems innovatively.
5. Digital Literacy: Students must use technology effectively to access and
create digital information.
6. Information Literacy: They must find, evaluate, and use information
effectively.
7. Media Literacy: Students must critically analyze media messages to
understand their impact on individuals and society. This critical analysis
will help them understand how media messages can influence individuals
and society.
8. Problem-Solving: Students must identify and solve problems to improve
their learning.
9. Self-Management: Students need to be able to manage their learning to
be successful independent learners.
10. Social and Cultural Awareness: Students need to be aware of the
influence of social and cultural factors on their learning.
11. Technological Literacy: Students must use technology effectively to
access and create digital information.
12. Flexibility and Adaptability: Students need to be able to adapt their
learning to new situations and technologies.
13. Initiative and Self-Direction: Students need to take the initiative and
be self-directed in their learning to be successful.
14. Productivity and Accountability: They must be productive and take
responsibility for their learning.
15. Leadership: The students must take the lead in their education and
motivate others to join them in learning.
16. Social Responsibility: Students must be aware of how their learning
affects those around them and be respectful of others while learning.
17. Sustainability: It is essential for students to be aware of the impact their
learning can have on the environment and to be considerate of
environmental sustainability when they are learning.
18. Ethical Responsibility: Students need to be aware of the ethical
implications of their learning and consider ethical responsibility in their
learning.
19. Global Perspective: It is essential for students to be aware of the global
context of their learning and to be considerate of international
perspectives in their learning.
20. Cultural Competence: It is vital for students to be aware of the
influence of culture on their learning and to be competent in cross-
cultural communication.
21. Diversity: Students need to be aware of the diversity of perspectives and
experiences in the world and be respectful of diversity in their learning.

Here are just a few of the reasons why 21st-century learning is so important:

1. It helps students develop the skills they need for the real world.

In the 21st century, employers are looking for workers who are not only
knowledgeable but also adaptable, creative, and able to work collaboratively.
21st-century learning helps students develop these essential skills.
2. It prepares students for an increasingly globalized world.
 In today’s world, it’s more important than ever for students to be able to
communicate and work with people from other cultures. 21st-century learning
helps students develop the global perspective they need to be successful in an
increasingly connected world.

3. It helps students learn how to learn.

In a world where information is constantly changing, students need to be

able to learn new things quickly and effectively. 21st-century learning helps
students develop the metacognitive skills they need to be lifelong learners.

4. It helps students develop a love of learning.

21st-century learning is hands-on, interactive, and engaging. This helps

students develop a love of learning that will stay with them throughout their
lives.

5. It’s more relevant to students’ lives.

21st-century learning is relevant to students’ lives and the world they live
in. It’s not just about memorizing facts but about developing the skills,
students need to be successful in their personal and professional lives.

The importance of 21st-century learning cannot be overstated. In a

constantly changing world, it’s more important than ever for students to
develop the skills they need to be successful.